► We present new methods of vehicle class recognition for four classes of vehicles (specifically, SUV, mini-van, sedan, and pickup truck) using one or more fixed…
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▼ We present new methods of vehicle class recognition
for four classes of vehicles (specifically, SUV, mini-van, sedan,
and pickup truck) using one or more fixed video-cameras in
arbitrary positions with respect to a road. The ultimate goal is to
deal with a very large number of classes. The road is assumed to be
essentially straight. The system works as follows: 1. A vehicle
silhouette is computed, using standard algorithms, in each video
frame. 2. The vehicle straight line trajectory and the 3D position
along the trajectory, as seen in each of a sequence of video
frames, is estimated using a new computationally simple approach
based on vanishing points and the cross ratio invariance. 3. The 3D
points are computed from the vehicle apparent contours in a
sequnece of frames. 4. 3D geometry such as total length, cabin
length, width, height, and functions of these are computed and
become features for use in a classifier. 5. Classification is done
by a minimum probability of error recognizer. 6. The system is
designed to produce good classification even when portions of the
silhouette in an image frame may not be good by extensive use of
histograms. 7. Finally, since classification error based on a
single video clip may not be small enough, where additional video
clips taken elsewhere are available we design classifiers based on
two or more video clips, and this results in significant
classification-error reduction.
Advisors/Committee Members: Cooper, David (director), Kimia, Benjamin (reader), Mundy, Joseph (reader).

► This dissertation explores the intersections of class relations, social mobility, and bodily self-care. In recent years, yoga has become increasingly accessible to Mexicans through state-sponsored…
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▼ This dissertation explores the intersections of class
relations, social mobility, and bodily self-care. In recent years,
yoga has become increasingly accessible to Mexicans through
state-sponsored initiatives executed in city spaces, low-income
neighborhoods, and government institutes. My study of yoga’s
production, promotion, and practice in these spaces and among
diverse social sectors in Mexico City provides a window onto how
Mexicans are maneuvering class boundaries, and are also being
maneuvered by them. Twenty-four months of ethnographic research
revealed an underlying tension between the ways yoga practitioners
idealize social sameness and how they aspire for bodily (personal,
social, national) transformation. It is in this space of tension
where, I argue, class divisions are being challenged and
reinforced, revealing both the likelihoods and limits of mobility
in urban Mexico. Yoga’s promise for union affects Mexicans’
interactions with each other, impacts people’s expectations of
themselves and others, and sometimes shifts life possibilities and
impossibilities. It provides some people new credentials, labor
options, and social status, and expands networks of mutual
assistance. While the potential for mobility that yoga granted some
Mexicans was remarkable, it involved new challenges, too; for some,
in terms of its upkeep and, for others, its concealment. Here,
mobility may be characterized by transition and instability, yet it
is experienced as a relational transformation, one that offers
Mexicans a kind of mobility I call constrained potential. Prospects
for social mobility among working-class practitioners, for example,
may be limited, but their modes of relating to others complicate
our readings of class to allow for a richer analysis of how it is
experienced. In this way, my analysis demonstrates that modalities
of self-care feel empowering to practitioners at the same time that
they offer a stark look at how structural differences in Mexico are
being obscured by state-sponsored discourses of self-care. The
practice of yoga is therefore both a reaction to rising
inequalities (unequal chances to live “the good life” in Mexico),
and emblematic of them, too: of the inability to secure work with
stable pay or access affordable, quality health care.
Advisors/Committee Members: Smith, Daniel (Director), Gutmann, Matthew (Director), Warren, Kay (Reader), Gálvez, Alyshia (Reader).

► Despite a recent increase in the attention given to wealth inequality, no research has examined the role of class, as it is understood within the…
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▼ Despite a recent increase in the attention given to wealth inequality, no research has examined the role of class, as it is understood within the Marxist tradition, in structuring the distribution of wealth. The use of relational - rather than gradational - measures of class location reveal distinct processes of wealth accumulation. Specifically, analysis of financial (i.e., "liquid") wealth by class location indicates significant differences between capitalists, petty bourgeoisie, and workers regarding the accumulation of wealth.
Advisors/Committee Members: Mark Cooney.

► Conceived as a special issue journal that comprises of five essays called encounters, this post-qualitative dissertation using Deleuzoguattarian and feminist new materialist theories, examines autobiographical…
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▼ Conceived as a special issue journal that comprises of five essays called encounters, this post-qualitative dissertation using Deleuzoguattarian and feminist new materialist theories, examines autobiographical accounts, the multimodal out-of-school literacies of children in a working-class working poor neighborhood, and the preservice teacher education classroom as a site of muchness. Each of these essays represents the expressions of what are situational and fleeting understandings of the phenomenon of muchness. Each encounter is linked by its origin (muchness) but very distinct from one another in the ways they conceptualize how muchness unfolds. This dissertation is guided by three research questions: 1) What is muchness? 2) How is muchness related to early childhood literacies, and 3) Under what conditions does muchness flourish for adults and children?
Muchness is defined as intellectual fullness that manifests through a compulsion to be engaged in an activity that one has a particular affinity for or curiosity about. To this end, this research observes muchness manifesting in three interconnected, overlapping and mutually influential ways: through affect (embodied and emotional engagements), through objects (everyday materials and things), and through composition (exercising creativity). These three expressions of muchness are illustrated in depth throughout this special issue journal and its contents.
Advisors/Committee Members: Stephanie Jones.

► During the last ten years, independent schools in the United States have seen a sharp drop in enrollment from families in the working and middle…
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▼ During the last ten years, independent schools in the United States have seen a sharp drop in enrollment from families in the working and middle classes. Thus, independent schools are increasingly becoming the domain of the country’s wealthy. In the process, families of working and middle class students that attend independent schools can find themselves operating in a school culture that is foreign and intimidating to them. This post-intentional phenomenological study was designed to investigate the lived social class experiences of four teachers who serve at an elite independent school. Through interviews that spanned over the course of three months, and through a thorough examination of social class literature in relation to education, insights about the experiences of members of an independent school community in relation to social class were collected and analyzed. Participants spoke freely about their attitudes, frustrations, and triumphs in relation to social class issues and their beloved independent school. The study provides insight into the lived social class experiences of not only the four participants, but also into the social class experiences of their students, their colleagues, their administrators, and their families.
Advisors/Committee Members: Mark Vagle.

Breslin, D. D. (2015). Investigating the lived social class experiences of teachers in an elite independent school. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/breslin_david_d_201505_phd

Chicago Manual of Style (16th Edition):

Breslin, David Dunbar. “Investigating the lived social class experiences of teachers in an elite independent school.” 2015. Doctoral Dissertation, University of Georgia. Accessed September 15, 2019.
http://purl.galileo.usg.edu/uga_etd/breslin_david_d_201505_phd.

Breslin DD. Investigating the lived social class experiences of teachers in an elite independent school. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/breslin_david_d_201505_phd

University of Georgia

6.
Crumb, Lonika.
A phenomenological investigation of the persistence of working-class African American women doctoral students in counselor education.

▼ A sparse literature base informs our knowledge regarding how social class status influences the educational experiences of African-American women doctoral students in counselor education programs at predominantly White institutions (PWIs). Researchers have identified that African American women doctoral students in counselor education at PWIs report differential experiences due to their race and gender statuses (Henfield, Owens, & Witherspoon, 2011; Henfield, Woo, & Washington, 2013). The impact that social class status has on the educational experiences of African American women doctoral students in counselor education at PWIs is often unnoticed. Researchers have provided evidence that ethnic minority women and students from working-class backgrounds may face unique obstacles integrating into and persisting in doctoral education at PWIs (Cueva, 2013; Gildersleeve, Croom, & Vasquez, 2011; Jones, 2003). This phenomenological inquiry explored the lived experiences of working-class African American women students enrolled in counselor education doctoral programs at PWIs. Situated in Black Feminist Thought (Collins, 2009) and the Social Class Worldview Model (Liu, Soleck, Hopps, Dunston, & Pickett, 2004), the study illustrated how the experiences of African American women doctoral students are mediated by a working-class social class status. Using semi-structured interviews, the author identified three themes that influence the persistence of working-class African American women doctoral students in counselor education. The three core themes identified were: 1) Working-Class Virtues, 2) Development of Self-Efficacy and Resiliency, and 3) Utilization of Personal and Academic Support Systems.
Advisors/Committee Members: Laura Dean.

Crumb, L. (2015). A phenomenological investigation of the persistence of working-class African American women doctoral students in counselor education. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/crumb_lonika_201505_phd

Chicago Manual of Style (16th Edition):

Crumb, Lonika. “A phenomenological investigation of the persistence of working-class African American women doctoral students in counselor education.” 2015. Doctoral Dissertation, University of Georgia. Accessed September 15, 2019.
http://purl.galileo.usg.edu/uga_etd/crumb_lonika_201505_phd.

Crumb L. A phenomenological investigation of the persistence of working-class African American women doctoral students in counselor education. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Sep 15].
Available from: http://purl.galileo.usg.edu/uga_etd/crumb_lonika_201505_phd.

Council of Science Editors:

Crumb L. A phenomenological investigation of the persistence of working-class African American women doctoral students in counselor education. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/crumb_lonika_201505_phd

► In the last decades, the Latin American middle-class is growing in size while becoming more heterogeneous. Sustained economic growth explains its increasing size. Nevertheless behind…
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▼ In the last decades, the Latin American middle-class
is growing in size while becoming more heterogeneous. Sustained
economic growth explains its increasing size. Nevertheless behind
its heterogeneity there is not only the diversification of
life-styles, but also the crystallization of a large process of
upward social mobility of second and third generation migrants to
capital cities and their incorporation into middle-class positions.
In the last decades, these individuals have assimilated different
spheres of socialization formerly occupied by the traditional
middle-class: private schools, college and universities,
middle-class jobs and occupations, and traditional middle-class
neighborhoods.
In this dissertation I study Residencial San Felipe, a
quintessential traditional middle-class neighborhood in Lima, Perú,
which is currently receiving an important influx of upward mobile
families. Precisely, the case of San Felipe shows that inside the
contemporary middle-class a strong boundary between the
"traditional middle-class" and the "new middle-class" permeates the
everyday life of the neighborhood. However, though this difference
between the "traditional" and "new middle-class" is recognized by
all residents of San Felipe, its relevance as well as the elements
at the basis of this distinction varies according to cohorts'
trajectories.
Classic approaches to social phenomena as "group," "class,"
and "neighborhood" (generally considered as static and taken for
granted) are not helpful to understand this tension inside San
Felipe. Here I propose a relational-fluid perspective that puts
emphasis on inter-group relations and mobility at different levels
(in individuals' daily lives in routines, in their
life-trajectories, and in the transformation of the social space
itself). I found that the transformation of the social space
generated different trajectories into middle-class positions; that
trajectories in the social space (and not only positions in it)
shape the symbolic boundaries that individuals use to classify
others; and that daily routines affect the extent to which the
neighborhood is relevant for their lives. In San Felipe, all these
elements plus an intense work of organization makes the senior
old-timers the more consolidated "practical group," who make their
point of view of how things should be prevail, and with
consequences for the other groups in San Felipe.
Advisors/Committee Members: Logan, John (Director), Silver, Hilary (Director), Silver, Hilary (Reader), Itzigsohn, Jose (Reader), Fennell, Mary (Reader), Lindstrom, David (Reader).

► The primary goal of this dissertation is to lay the groundwork for the eventual combination of micro and macro levels of class analysis into a…
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▼ The primary goal of this dissertation is to lay the groundwork for the eventual combination of micro and macro levels of class analysis into a unified theory. The first steps of this process require the creation of a micro level theory of class identity formation, a slight reconceptualization of the class map upon which the macro level theory is based, and an elaboration of the partial macro level theory provided by Wright (1997). At the micro level, I find the factors which contribute to class identity formation depend on which class identities are being distinguished. This result echoes the findings of Centers [1949] 1961, but moves beyond his analysis by quantifying the contribution of each of the factors to the predicted probability of selecting a class identity. At the macro level, I find that including partial ownership in Wright's class map uncovers important hidden variation among Wright's non-owning class locations. Separating partial owners from non-owners illustrates an important source of division in class consciousness not possible using Wright's class map. Finally, I further elaborate Wright's partial theory of class consciousness by demonstrating that McPherson's concept of socio-structural space can be usefully applied to the class structure, which provides a set of hypotheses to explain how class formation affects class consciousness. The solidarity hypothesis is supported, suggesting class based homogeneous friendship relations strengthen class consciousness in the polar class locations. Increasing class based social distance between friends, decreases the strength of an individual's class consciousness. While just the first steps, these advancements in theory and empirical results help further the cause of creating a unified theory of class by strengthening our understanding of both the micro and macro levels of class analysis. With these improvements in place, further work at both levels of analysis can continue the process of integrating the two levels of analysis.
Advisors/Committee Members: Breiger, Ronald (committeemember), Ragin, Charles (committeemember).

► This thesis explores the dynamics of economic relations and distributive outcomes according to displaced steelworkers' own accountings of deindustrialization and job loss. Whereas class…
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▼ This thesis explores the dynamics of economic relations and distributive outcomes according to displaced steelworkers' own accountings of deindustrialization and job loss. Whereas class analyses tend to investigate consciousness according to “true” versus “false” preferences and “post-class” scholars assert that “post-materialism” is replacing “materialist” social concerns, the author abandons these dualisms to demonstrate that workers use cultural codes of “purity” and “pollution” to represent and evaluate individuals, interests, and relations. The findings buttress the continuing relevance of social class for explaining social identity, consciousness, and antagonism.

► This thesis investigates the perceived “second-class citizenship” among East Germans after German reunification in 1990 in scrutinizing the relationship between societal exclusion and sources of…
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▼ This thesis investigates the perceived “second-class citizenship” among East Germans after German reunification in 1990 in scrutinizing the relationship between societal exclusion and sources of material discontent. Further, it explores the effect of societal exclusion on support for the national government. It finds evidence to suggest that meaningful societal inclusion requires material ability to participate and that this relationship is more pronounced among East Germans. However, societal exclusion was not found to impede governmental support among East Germans.
Advisors/Committee Members: Christopher Allen.

Kolbe, M. (2010). Ostracism after Ostpolitik?: the "second-class citizen" phenomenon among East Germans. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kolbe_melanie_201005_ma

Chicago Manual of Style (16th Edition):

Kolbe, Melanie. “Ostracism after Ostpolitik?: the "second-class citizen" phenomenon among East Germans.” 2010. Masters Thesis, University of Georgia. Accessed September 15, 2019.
http://purl.galileo.usg.edu/uga_etd/kolbe_melanie_201005_ma.

Kolbe M. Ostracism after Ostpolitik?: the "second-class citizen" phenomenon among East Germans. [Masters Thesis]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/kolbe_melanie_201005_ma

►class="hilite">Class-AB amplifiers have better power efficiency than class-A amplifiers, which makes them a suitable choice for pipeline ADCs where low power, high performance opamps are…
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▼class="hilite">Class-AB amplifiers have better power efficiency than class-A amplifiers, which makes them a suitable choice for pipeline ADCs where low power, high performance opamps are desired. However, class-AB amplifiers have significantly lower linearity compared to class-A amplifiers due to the problem of cross-over distortion.
In this work, the problem of designing power efficient, high linearity class-AB amplifiers is addressed. The Monticelli bias scheme, which is the most popular class-AB bias scheme today, is analyzed. A new class-AB bias scheme, which is highly robust to process variations and achieves better linearity than the Monticelli bias scheme, is proposed. The problem of ?cross-over distortion? in the class-AB amplifier is addressed and a solution is proposed. The idea behind this method is that the third order nonlinearity in the class-AB amplifier can be reduced or eliminated by matching the output stage NMOS and PMOS transistor transconductance across the input signal range, ensuring a constant transconductance at the output, improving linearity performance. To ensure good matching across process, voltage and temperature variations (P.V.T), a feedback calibration scheme is proposed.
Advisors/Committee Members: Silva-Martinez, Jose (advisor), Karsilayan, Aydin (committee member), Jo, Javier (committee member), Hu, Jiang (committee member).

► Social histories of New Zealand’s colonial wealthy usually focus on those who left personal papers, ignoring those who left no major records. What is more,…
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▼ Social histories of New Zealand’s colonial wealthy usually focus on those who left personal papers, ignoring those who left no major records. What is more, histories of the wealthy have tended to focus on the South Island—there is no reason to assume that the North Island rich were the same. This thesis attempts to address both these imbalances by approaching wealthy individuals in colonial Wairarapa systematically—locating all testators who died between 1876 and 1913, leaving estates worth £10,000 or more. This process produces a cohort of sixty-five, mainly farmers and mostly of middle-class origins. Testamentary records demonstrate that in private, the rich stayed true to their origins by splitting their wealth evenly. Other forms of biographical information, most notably newspaper obituaries and Cyclopedia entries, show that public life was different. Here, the rich departed from their origins; whereas community involvement and charitable works had been an important aspect of middle-class identity in Britain, the colonial experience forced wealthy capitalists to redefine public status. Throughout, this thesis demonstrates the importance of regional social histories in New Zealand by thinking ‘under as well as across the nation’—extending South Island scholarship of the wealthy into the North Island and examining the manifestation of large historical forces close-up in communities of individuals.
Advisors/Committee Members: McAloon, Jim.

► The purpose of this study was to analyze the practices and challenges of teaching and class room management in primary schools of Yeka Sub-City. To…
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▼ The purpose of this study was to analyze the practices and challenges of teaching and class
room management in primary schools of Yeka Sub-City. To this end, descriptive survey design
was employed, and both qualitative and quantitative methods as well as both primary and
secondary sources of data were used. The primary sources include primary school principals,
teachers, and education officials from Yeka sub-city, supervisors and students. The secondary
sources were relevant policy documents, school reports previously written theses. A total of
190 sample respondents were used as primary sources of data. This includes 90 primary
school teachers, 90 students, 6 primary school principals, 2 supervisors and 2 education
officials from Yeka Sub-city. The teachers and students were selected by using systematic
random sampling technique; the principals were selected by using purposive sampling
technique because, they were selective, the data found from them was judgmental and nonprobability
sampling technique whereas the supervisors and education officials were selected
by using availability sampling technique because, they were available or easily found at
research areas. Data collection tools were questionnaires, semi-structured interviews, focus
group discussions and observation checklist. The data were analyzed using frequency count
and percentage. The data analysis led to the following major findings: the most frequently used
methods of teaching were group discussion and role playing; lecture and demonstration
methods were used “sometimes” whereas gaming was rarely used; the most serious causes of
students misbehaviors in the primary schools were student-related and teacher-related causes;
the preventive technique of classroom management used by teachers was found to be creating
good relationships with the students; the most widely applied curative technique was
separating misbehaving students. Finally, it was found out that the major challenges
encountered teachers’ lack of interest for learning among students and lack of adequate
supplementary learning materials. The main finding of the research is in order to overcome the
problems of teaching and class room management of first cycle primary schools; teachers need
incentives, continuous trainings and permanent motivational programs. In order to build their
teaching and class room management skills, to control the high turnover and leaving jobs of
teacher’s different incentives are very important. Lack of refresher training for teachers,
problems such as lack of housing and adequate financial incentive led teachers less motivated
for teaching and classroom management. Hence, it could be safely concluded that the practice
of teaching and classroom management in first cycle primary schools of Yeka sub city was only
moderately effective. Based on the findings and conclusion drawn, certain feasible
recommendation was made. That is: The education experts and school authorities inYeka Subcity
should strengthen the continuous professional…
Advisors/Committee Members: Dr. Dessu Wirtu (advisor).

► With the increase in national income, demand for residential dwellings from the shelter, basic needs, thus taking into account the domestic situation, ventilation, lighting and…
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▼ With the increase in national income, demand for residential dwellings from the shelter, basic needs, thus taking into account the domestic situation, ventilation, lighting and other home within their own conditions, and noise, sanitation, etc. the quality of the external environment, gradually become the focus of concern, while the home security, life and leisure sports such as convenience demands increasing
attention. In particular, the middle-class constitutes the backbone of society, to social development and stability of a great force in Kaohsiung local consumption patterns and cultural differences, the middle-class homebuyers demand for their own use and purchase of residential the decision-making may be different from other areas.
Housing is a not a small number of financial decisions and expenditures, as housing is different from general merchandise, with durability, high prices and the repeat purchase rate of the smaller features, is the homebuyers in the decision-making process must be highly involved, and in the face of housing decisions, the consideration of the housing a myriad of factors. Residential properties for different
homebuyers have different degrees of importance, is a very complex decision-making process, this study of " analytic hierarchy process (AHP) " to complex problems systematically, from different perspectives given level of decomposition and, through quantitative judgments, will be a comprehensive assessment of relevant information to provide homebuyers in the purchase decision-making appropriate and adequate
information, decision-making aimed at resolving the difficulties of the temporary surface, reducing the risk of making a wrong decision, enabling more homebuyers transaction capacity to make the right decision.
The use of " hierarchy analysis, " the establishment of multi-level evaluation model, the middle class-occupied residential property for Kaohsiung weight
requirements analysis to understand the priority order; through the Conclusion of this study was to provide middle-class homebuyers Kaohsiung's reference, also provide Government and civil construction industry in the planning and building of own house, they can meet the Kaohsiung middle-class preferences.
Advisors/Committee Members: Ming-rea Kao (chair), Pei-how Huang (committee member), Ruey-Dang Chang (chair).

► In light of recent economic events in the United States, there has been widespread discussion about the morally questionable actions of financial elites; this raises…
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▼ In light of recent economic events in the United States, there has been widespread discussion about the morally questionable actions of financial elites; this raises the question of whether or not there is a link between social class and moral attitudes. This study addresses this issue using data from the 2006 General Social Survey, while also taking into consideration the effects of religion on moral attitudes. For the purpose of simplicity, morality is taken to mean behavior and beliefs that conform to moral law or socially accepted moral standards; I look at general attitudes, not specific types of behavior. Likewise, the U.S. class structure is identified as a multidimensional construct that relies equally upon economic and social identity; the class structure is less a group of distinct categories, but rather more of a continuum that, generally speaking, contains upper, middle, and lower levels.
Advisors/Committee Members: Kendall, Diana Elizabeth (advisor).

► This essay analyzes how issues related to money and social class are presented in Jane Austen’s Persuasion. The method used will be a close…
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▼ This essay analyzes how issues related to money and social class are presented in Jane Austen’s Persuasion. The method used will be a close reading as well as aspects of Marxist literary criticism, a theory that will be presented in the second chapter. Background information about the author and her time will then be given in the third chapter. In chapter four, the character of Sir Walter Elliot will be analyzed, in chapter five Elizabeth Elliot, and in chapter six William Elliot. Some of the other characters will be analyzed, more briefly, in the seventh chapter. Conclusions will then be drawn in the eighth and final chapter.

► Catania (1973), in discussing the concept of the operant suggested responses should not be classified based on arbitrary criteria such as response function or topography…
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▼ Catania (1973), in discussing the concept of the operant suggested responses should not be classified based on arbitrary criteria such as response function or topography alone, and rather should focus on the continuous distribution of responding. Catania (1973) hypothesised that response distributions would resemble a normal curve, even when reinforcement was provided for only those responses that occurred between two limits. Six domestic hens were used in a series of experiments in order to investigate Catania’s (1973) suggestion. In the first experiment the hens pecked at a flat screen with an infra-red device was mounted in front the screen to detect response location. Pecks in defined regions of the screen resulted in 3-s access to wheat. Over conditions, different quadrants of the screen were active. The whole screen remained white throughout each session except when the reinforcement was being delivered. The hens responded on a fixed-ration 5 schedule for 40 reinforcers per session. Over sessions the distribution of the locations of responses shifted to being centred over the active quadrant. Proportions of correct responses increased across sessions but incorrect responses persisted throughout. In Experiment 2 the screen was divided into ten 30-mm regions of which one was active in each condition while the whole screen remained white. The active region was moved in steps from the left to the right and from the right to the left of the screen over eleven conditions with eight sessions in each conditions and a fixed-ratio 5 schedule. In general, in each condition the proportion of correct responses increased to around 0.4. In each condition the distribution of response location shifted to being centred over the active region, resembling a normal distribution. In most cases, response rates on the active region were higher than for the inactive regions, hens usually responded on several regions at a moderate rate. In Condition 12 the active region was coloured red and this resulted in a narrower distribution of response locations, and higher proportions of correct response that other conditions for most hens. A large number of incorrect response persisted throughout this condition. These findings provide some evidence that supports Catania’s (1973) hypothetical response distributions. The argument is made that Catania’s (1973) concept of the operant could be a way to organise responses into a class and also that is provides a means of classifying response while maintaining the continuity of behaviour and, therefore, avoids the use of arbitrary criterion.
Advisors/Committee Members: McEwan, James S.A (advisor), Foster, T. Mary (advisor).

▼ This study examines upward economic mobility into the planter class in Texas during the antebellum statehood period, 1846-1860. Using quantitative methods to analyze data from census and tax records, this study addresses several questions regarding the property owning experience of Texas planters. Did any of the 1860 planters, men or women, rise to that status from another class? If so, how many rose from small slaveholder or small planter origins, and how many advanced from plain folk origins? In what ways did the amount and nature of wealth of these individuals change in the period studied? In what ways do these findings provide insights into the debate over planter dominance versus ‘plain folk’ inclusive herrenvolk democracy and the relationship between the planters and the other classes? Did the experiences of female planters differ from that of male planters? Did female planter experiences in Texas differ from female planters in other parts of the Old South? The results of these questions demonstrate that economic class mobility into the richest class was significant but limited and that women’s experiences were closely tied to those of male kin.
Advisors/Committee Members: McCaslin, Richard B., Campbell, Randolph B., 1940-, Hagler, Harland, Chet, Guy, Todd, John R..

Nelson, R. N. (2011). Economic Mobility into the Planter Class in Texas, 1846-1860. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103363/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nelson, Robert Nicholas. “Economic Mobility into the Planter Class in Texas, 1846-1860.” 2011. Thesis, University of North Texas. Accessed September 15, 2019.
https://digital.library.unt.edu/ark:/67531/metadc103363/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► This project restructures the canon of working class literature by reviving the first novels of a series of early twentieth century working class writers…
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▼ This project restructures the canon of working class literature by reviving the first novels of a series of early twentieth century working class writers from across the British Isles—from Ireland, Patrick MacGill's Children of the Dead End (1914); from England, Robert Tressell's The Ragged Trousered Philanthropists (1914) and Ethel Carnie's Miss Nobody (1913); and from Scotland, James Welsh's The Underworld (1920), James Haslam's The Handloom Weaver's Daughter (1904), and George Douglas Brown's The House with the Green Shutters (1901). By deploying cultural memory studies as a framework for analyzing these authors' works, I establish the field of the nascent working class novel, and I explore how the formal qualities of these texts derived from larger desires amongst working class people to simultaneously commemorate and reconstitute working class culture and experience through the novel form.
Advisors/Committee Members: Patrick A. McCarthy, Renee Fox, Robert Casillo, Claire Culleton.

Gothard, J. A. (2017). A Hard Life's Work: Cultural Memory and the Working Class Novel of the British Isles, 1900-1920. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1811

Chicago Manual of Style (16th Edition):

Gothard, J Andrew. “A Hard Life's Work: Cultural Memory and the Working Class Novel of the British Isles, 1900-1920.” 2017. Doctoral Dissertation, University of Miami. Accessed September 15, 2019.
https://scholarlyrepository.miami.edu/oa_dissertations/1811.

Gothard JA. A Hard Life's Work: Cultural Memory and the Working Class Novel of the British Isles, 1900-1920. [Internet] [Doctoral dissertation]. University of Miami; 2017. [cited 2019 Sep 15].
Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1811.

Council of Science Editors:

Gothard JA. A Hard Life's Work: Cultural Memory and the Working Class Novel of the British Isles, 1900-1920. [Doctoral Dissertation]. University of Miami; 2017. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1811

20.
McDermot, Dolores.
Social class and education: the relationship between social class and engagement with education.

► This study explores the relationship between social class and engagement with education. A qualitative approach was used in the investigation. Four participants narrated their stories…
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▼ This study explores the relationship between social class and engagement with
education. A qualitative approach was used in the investigation. Four participants
narrated their stories of their journey through the education system. Three
participants were at Bachelor of Arts level in a community education centre and
one at Masters Degree level in an Institute of Technology. A focus group,
comprising women from an English/Literacy class in a community education
centre was conducted using the following themes which emerged as significant in
the narratives:
• Social and cultural norms
• Conditions in the classroom (a) the State (b) the teacher
• Parental support
• Community education
The four narratives and a summary of the findings from the focus group is also
given. They are then analysed under the themes already mentioned. The findings
demonstrate that although there is a strong relationship between social class and
engagement with education, the other four factors are quite significant. In order to
ensure a more equitable education system, the State must take responsibility for the
legislation which impacts on education. It is also responsible for the provision of
remedial services and these should be available to all children who need them.
Teachers must be aware of the importance of their role in providing a classroom
environment which is conducive to learning. The study emphasised the importance
of parental support in children’s education and the need for the government to
support parents in their efforts to do this by the provision of parenting courses and
other services which would benefit families in this regard. All the participants were
unanimous in their praise of community education and how it had impacted
positively on their lives. It is imperative therefore that the government reconsiders
its decisions to reduce funding for worthwhile services such as family support
projects and community education.

► This paper investigates the relationship between intergenerational mobility and subjective class status, with a specific focus on downward mobility. I propose that downward mobility will…
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▼ This paper investigates the relationship between
intergenerational mobility and subjective class status, with a
specific focus on downward mobility. I propose that downward
mobility will be associated with a higher likelihood of reporting a
working/lower class status – as opposed to a middle or upper class
status – even after accounting for other determinants of class
status, such as income and education. Using logistic regression, I
analyze the General Social Survey from 1994 – 2014 with a total
sample size of just under 9,000 respondents. I find that both
perceived downward mobility and objective downward mobility are
independently associated with higher probabilities of identifying
as lower/working class, with subjective downward mobility
demonstrating a consistently stronger association. While subjective
upward mobility is associated with a decrease in the log odds of
identifying as lower or working class, the association between
objective upward mobility and lower/working class status can be
largely explained by social and economic factors such as subjective
mobility and more traditional predictors of class status like
income and education. This study builds on and updates existing
research on intergenerational mobility. It applies social mobility
research to a new context by studying its effect on subjective
class status.
Advisors/Committee Members: Maume, David (Committee Chair).

Connelly, C. (2016). Classless America?: Intergenerational Mobility and
Determinants of Class Identification in the United States. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479815137608335

Chicago Manual of Style (16th Edition):

Connelly, Chloe. “Classless America?: Intergenerational Mobility and
Determinants of Class Identification in the United States.” 2016. Masters Thesis, University of Cincinnati. Accessed September 15, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479815137608335.

Connelly C. Classless America?: Intergenerational Mobility and
Determinants of Class Identification in the United States. [Masters Thesis]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479815137608335

► What are the class culture differences among US progressive social movement groups? This mixed-methods study finds that activists speak and act differently depending on their…
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▼ What are the class culture differences among US
progressive social movement groups? This mixed-methods study finds
that activists speak and act differently depending on their class
background, current class and upward, downward or steady class
trajectory, confirming previous research on cultural capital and
conditioned class predispositions. In 2007-8, 34 meetings of 25
groups in four movement traditions were observed in five states;
364 demographic surveys were collected; and 61 interviews were
conducted. I compared activists' approaches to six frequently
mentioned group problems. * Lifelong-working-class activists,
usually drawn in through preexisting affiliations, relied on
recruitment incentives such as food and one-on-one relationships.
Both disempowered neophytes and experienced powerhouses believed in
strength in numbers, had positive attitudes towards trustworthy
leaders, and stressed loyalty and unity. *
Lifelong-professional-middle-class (PMC) activists, usually
individually committed to a cause prior to joining, relied on
shared ideas to recruit. They focused more on internal
organizational development and had negative attitudes towards
leadership. Subsets of PMC activists behaved differently: lower
professionals communicated tentatively and avoided conflict, while
upper-middle-class people were more assertive and polished. *
Upwardly mobile straddlers tended to promote their moral
certainties within groups. A subset, uprooted from their
working-class backgrounds but not assimilated into professional
circles, sometimes pushed self-righteously and brought discord into
groups. * Voluntarily downwardly mobile activists, mostly young
white anarchists, drew the strongest ideological boundaries and had
the most distinct movement culture. Mistrustful of new people and
sometimes seeing persuasion as coercive, they had the weakest
recruitment and group cohesion methods. Analysis of class speech
differences found that working-class activists spoke more often but
more briefly in meetings, preferred more concrete speech, and used
more teasing and self-deprecating humor. The
professional-middle-class (in background and/or current class)
spoke longer but less often, preferred more abstract vocabulary,
and used less negative humor. Group styles were formed by the
interplay of members' predominant class trajectories and groups'
movement traditions. Better understanding these class culture
differences would enable activists to strengthen cross-class
alliances to build more powerful social movements.
Advisors/Committee Members: Willaim A. Gamson (Thesis advisor).

► This study will offer an insight into the complex living of a group of mid-thirties males in a small neighbourhood and describe their personal career…
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▼ This study will offer an insight into the complex living of a group of mid-thirties males in a small neighbourhood and describe their personal career journeys. In particular, the study will highlight the complex influence of social capital, the men’s personal development through the ‘opportunity structure’ (K. Roberts, 1977) and how chance along with place of residence impact on career advancement. There have been numerous studies that have sought to discover why people make stereotypical career choices. More specifically, how male stereotyping can influence career choice and shape identity. However, many studies fail to tackle the influence of neighbourhood and family bonding which engulfs the male individual to create a very close knit masculine gang of individuals. By taking the epistemological position of interpretivism and using a narrative interview approach, along with a life history tradition, this research addresses these shortcomings. Additionally, Bourdieu’s (1985) concept of social field is employed within this study to represent the various social arenas in which young people spend their time. This notion of fields, along with the concepts of ‘habitus’ and ‘capital’ (Bourdieu, 1985, 1986) are seen to create an effective framework for understanding the social worlds of young people and the community in which they belong. The data is drawn from 10 in-depth interviews with men in their mid-thirties, who were born and raised in an inner city neighbourhood. Despite poverty, deprivation and social exclusion, these 10 men now have a career but choose not to leave the neighbourhood of their birth. They have each turned their life around by being confident, persistent, and determined to succeed, thereby empowering other individuals and their community, to build their own ladders out of poverty and towards a brighter future. However, this is a close knit network of friends and family that according to the headteacher in the local secondary school are ‘unwilling to move the boundaries of opportunity and rely too much on the ways of the past’. Each interviewee has a story to tell and these stories are interwoven and analysed through common themes explored in depth in the thesis. These stories map out a career trajectory that is based on rites of passage into adulthood and an adult sense of masculinity. Throughout the interviews evidence is provided to support the argument that ‘opportunity structure’ (K. Roberts, 1977) plays an important role in the career path of young people. Furthermore, it is argued that career choice is a developmental process with many twists and turns along the way. However, it is further argued that an identity based on age, location, ethnicity, along with common interests and a shared purpose, creates a closed shop ethos, where education and employment are shaped by elders within the family and close friends. In fact, because everyone knows everyone else, a strong common bond between family and friends is displayed, this creates strong loyalties which are manifested in the behaviour of each…

Hope, A. S. (2014). Communities that care : an insight into male career patterns in a small neighbourhood. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/323929

Chicago Manual of Style (16th Edition):

Hope, Antony Steven. “Communities that care : an insight into male career patterns in a small neighbourhood.” 2014. Doctoral Dissertation, University of Derby. Accessed September 15, 2019.
http://hdl.handle.net/10545/323929.

MLA Handbook (7th Edition):

Hope, Antony Steven. “Communities that care : an insight into male career patterns in a small neighbourhood.” 2014. Web. 15 Sep 2019.

Vancouver:

Hope AS. Communities that care : an insight into male career patterns in a small neighbourhood. [Internet] [Doctoral dissertation]. University of Derby; 2014. [cited 2019 Sep 15].
Available from: http://hdl.handle.net/10545/323929.

Council of Science Editors:

Hope AS. Communities that care : an insight into male career patterns in a small neighbourhood. [Doctoral Dissertation]. University of Derby; 2014. Available from: http://hdl.handle.net/10545/323929

University of Zambia

24.
Shwandi, Loveness.
Experiences and challenges faced by teachers and pupils of large classes in selected secondary schools of Lusaka district of Zambia
.

► The purpose of the study was to explore the experiences and challenges faced by teachers and pupils of large classes in selected secondary schools of…
(more)

▼ The purpose of the study was to explore the experiences and challenges faced by teachers and pupils of large classes in selected secondary schools of Lusaka district of Zambia. The objectives of the study were to: explore the challenges and experiences faced by teachers and pupils of large classes; identify the teaching strategies used by teachers handling large classes; establish views from school administrators, teachers and pupils on the implications for large class size. Data were collected from forty-five respondents comprising three administrators, six teachers and thirty-six pupils. The study been qualitative, it utilised the descriptive survey design and data were collected using interviews and focus groups guides, observation checklist and document review. Purposive sampling was used to determine the participants.
The study established that teachers could not complete marking pupils’ books and that there was too much noise and distractions in the large classes. This concern was also echoed by the pupils. The administrators outlined that teachers could not give as much exercises which compromised quality. In relation to teaching strategies, the researcher observed that most teachers used the lecture and question and answer methods owing to large class size. The study found out that the pupils were aware of what was meant by teaching strategies and that they would appreciate if their teachers used methods that encouraged pupil participation. The teachers and administrators added that large classes were stressful and affected the academic performance of the pupils. It was concluded that while class size affected the choice of strategies that teachers employed, all the participants were aware of the strategies that could be appropriate for large classes. Furthermore, the problematic classroom management would lead inadvertently result in poor academic performance. The study recommended that the Ministry of General Education (MoGE) should consider the introduction of team teaching and build larger classrooms in schools.

Shwandi, L. (2017). Experiences and challenges faced by teachers and pupils of large classes in selected secondary schools of Lusaka district of Zambia
. (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/5151

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shwandi, Loveness. “Experiences and challenges faced by teachers and pupils of large classes in selected secondary schools of Lusaka district of Zambia
.” 2017. Thesis, University of Zambia. Accessed September 15, 2019.
http://dspace.unza.zm:8080/xmlui/handle/123456789/5151.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shwandi, Loveness. “Experiences and challenges faced by teachers and pupils of large classes in selected secondary schools of Lusaka district of Zambia
.” 2017. Web. 15 Sep 2019.

Vancouver:

Shwandi L. Experiences and challenges faced by teachers and pupils of large classes in selected secondary schools of Lusaka district of Zambia
. [Internet] [Thesis]. University of Zambia; 2017. [cited 2019 Sep 15].
Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5151.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shwandi L. Experiences and challenges faced by teachers and pupils of large classes in selected secondary schools of Lusaka district of Zambia
. [Thesis]. University of Zambia; 2017. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5151

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

▼ Circulator is an important directional component in RF, microwave and millimeter wave communication front ends for certain communications, which requires transmitting and receiving signal simultaneously in the same band without switching of antenna from transmitter to receiver. As modern trend of wireless communication, conventional ferrite circulator is huge, bulky and heavy to be integrated with analog and digital baseband processing circuits. Active circulators provide a compact high isolation solution for low power application with smaller size and less cost with compatibility with modern IC. Previous works are majorly working at low frequency and paid little attention to power and noise requirement of active quasi-circulator working at the front end of a transceiver. A BiCMOS active quasi-circulator at 44GHz is designed in 0.18 ?m process to provide high isolation low cost solution, which is comprised of in-phase divider and out-of-phase active combiner, with noise and power optimization. Moreover, techniques employed to improve isolation such as high Common mode rejection ratio(CMRR) balun design, common mode feedback, and novel method of power splitting and noise optimization, impedance matching scheme are discussed.
High isolation of cascode structure is analyzed and major tradeoffs among characteristics are investigated, such as: gain and transmission-reception isolation; output impedance, matching and noise; linearity, power and efficiency. The circulator operates around 44 GHz with 3dB bandwidth of 4.53GHz, achieves maximum 2.897dBm input and 2.32dBm output power. Noise Figure (NF) is 10.62dB for reception path, only 0.03dB higher than NFmin.
Linearity is reasonable for both in-phase divider and out-of-phase active combiner. OIP3 of in-phase divider is 8.15dBm, IIP3 is 4.48dBm, P1dB,in is -5.97dBm. OIP3 of out-of-phase active combiner is 5.18 dBm, IIP3 is 3.85dBm, P1dB, in is -2.79dBm.
All the isolations better than -37 dB are achieved and forward gains better than 4 dB are achieved with power consumption 56.83mW. Large signal TX-RX isolation is 51.837dB. The circuit takes merely 1.415mm*1.014mm area. This active quasi-circulator offers a low cost substitute solution for circulator in low power applications.
Advisors/Committee Members: Nguyen, Cam (advisor), Ji, Jim (committee member), Michalski, Krzysztof A (committee member), Mohanty, Binayak (committee member).

▼ Purpose: To determine whether Class II correction with non-extraction appliance therapy with mandibular advancement results in favorable rotational and positional changes in the mandibular third molar.
Objective: To evaluate in 3D the treatment effects on the mandibular third molar angulation and position of Class II Division 1 patients pre-treatment to post-treatment with non-extraction orthodontic therapy with mandibular advancement.
Methods: The sample will consist of CBCT images, pre-treatment and post-treatment, of an experimental group of 34 subjects with Class II Division 1 malocclusion treated orthodontically into Class I with non-extraction appliance therapy. Pre-treatment and post-treatment changes in position and angulation will be compared for left and right mandibular third molars. Additionally, pre-treatment and post-treatment changes in a group of 35 subjects with Class I malocclusion treated orthodontically with non-extraction appliance therapy will be used as a control group to compare changes resulting from treatment. Invivo5 Dental Version 5.4(Anatomage, San Jose, CA) software will be used to measure the changes in position and angulation in 3-D from the pre-treatment and post-treatment CBCT images. An analysis will be conducted to determine the changes of third molar angulation and position resulting from growth and treatment.
Results: Mesial angulation and buccal uprighting improved for the Class II group. Change in anterior displacement evident in both groups, but a greater change anteriorly noted for the Class II group. Change in transverse position medially for both groups as a result of treatment. Positional changes for total distance and transverse displacement within subjects of Class I subjects between left and right third molars evident due to treatment.
Conclusions: Class II correction mandibular advancement appliance therapy results in favorable rotational and positional changes in mandibular third molars.
Advisors/Committee Members: Evans, Calra (advisor), Li, Haitao (advisor), da Fonseca, Marcio (advisor), Masoud, Ahmed (advisor).

Chong, R. (2017). Third Molar Position and Angulation In Orthodontically Treated Patients With Class II Malocclusion. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21774

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chong R. Third Molar Position and Angulation In Orthodontically Treated Patients With Class II Malocclusion. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21774

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

▼ Purpose: To determine whether Class II correction with non-extraction appliance therapy with mandibular advancement results in favorable rotational and positional changes in the mandibular third molar.
Objective: To evaluate in 3D the treatment effects on the mandibular third molar angulation and position of Class II Division 1 patients pre-treatment to post-treatment with non-extraction orthodontic therapy with mandibular advancement.
Methods: The sample will consist of CBCT images, pre-treatment and post-treatment, of an experimental group of 34 subjects with Class II Division 1 malocclusion treated orthodontically into Class I with non-extraction appliance therapy. Pre-treatment and post-treatment changes in position and angulation will be compared for left and right mandibular third molars. Additionally, pre-treatment and post-treatment changes in a group of 35 subjects with Class I malocclusion treated orthodontically with non-extraction appliance therapy will be used as a control group to compare changes resulting from treatment. Invivo5 Dental Version 5.4(Anatomage, San Jose, CA) software will be used to measure the changes in position and angulation in 3-D from the pre-treatment and post-treatment CBCT images. An analysis will be conducted to determine the changes of third molar angulation and position resulting from growth and treatment.
Results: Mesial angulation and buccal uprighting improved for the Class II group. Change in anterior displacement evident in both groups, but a greater change anteriorly noted for the Class II group. Change in transverse position medially for both groups as a result of treatment. Positional changes for total distance and transverse displacement within subjects of Class I subjects between left and right third molars evident due to treatment.
Conclusions: Class II correction mandibular advancement appliance therapy results in favorable rotational and positional changes in mandibular third molars.
Advisors/Committee Members: Evans, Carla (advisor).

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chong RA. Third Molar Position and Angulation In Orthodontically Treated Patients With Class II Malocclusion. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21779

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

University of Vermont

28.
Kornfeld, Michael.
The Effect of Class Size on Student Achievement in a Rural State.

► The thesis addresses the relationship of class size to student performance in a rural state. It presents findings from a longitudinal study of a cohort…
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▼ The thesis addresses the relationship of class size to student performance in a rural state. It presents findings from a longitudinal study of a cohort of students who were tested with state assessments at grade 4 in 2000, again at grade 8 in 2004 and, finally at grade 10 in 2006. Graduation rates for five large-class sized schools and five small-class sized school populations were established in 2008. All scores (n=1137) were matched across time enabling students from similar socioeconomic backgrounds from schools that were considered small (average class size, n=11) to schools that were large (average, n= 20). The paper’s focus is on the extent that students from schools that maintained large and small classes differed in selected opportunities to learn and educational outcomes. The approach to the study utilized both large scale state databases for student backgrounds and outcomes and interviews with school personnel in order to identify school policy and practices that might be linked to performance differences. The primary goal of this research study was to determine if small classes resulted in improved student achievement compared to those students in larger classes. Although Vermont does not have the large class sizes of the quasi-experimental studies and policy initiatives cited in the literature, it does have a wide range of average class sizes. The targeted high school math and English classes of this study ranged from an average of 11 students in the average small class to 20 in the average large class. If class size were a critical influence on students’ academic achievement, one would expect to see significant differences between students who were educated in classes nearly twice as large as other classes. This study concludes that there was no such difference. In terms of academic achievement, with the exception of 10th grade math scores, students in larger classes performed the same or better than students in smaller classes. Students in larger classes had slightly higher graduation rates, and a larger proportion planned to attend two or four year colleges.
Advisors/Committee Members: Meyers, Herman.

► My thesis, in the broadest terms, looks at New Zealand men’s understanding of themselves and their work. My study is based on oral history interviews…
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▼ My thesis, in the broadest terms, looks at New Zealand men’s understanding of themselves and their work. My study is based on oral history interviews with male members of the Petone Workingmen’s Club in Lower Hutt, Wellington. This thesis has two purposes: to compare men’s experiences with wider understandings of class, work and masculinity in New Zealand during the post-World War II period, and to complicate the assumptions about masculinity that have gone somewhat unexplored in historiography.
This study takes a thematic approach to men’s experience, but weaves elements of oral history and historiography throughout. Chapter three looks at the Petone Workingmen’s Club as a masculine and working-class space; while Chapter four continues to examine men’s memories and masculinities, this time in the context of an interview. Finally, Chapter five observes the place of education, leisure, and particularly work, in men’s narratives to add greater depth to histories of work, class and masculinity in New Zealand.
My interviews found that studies of New Zealand men have neglected the role that class, gender and historical changes have had in affecting men’s understanding of themselves and their lives. This thesis hopes to complicate, as well as add value to, the limited scholarship that exists surrounding masculinity in New Zealand, particularly among working-class men.
Advisors/Committee Members: Green, Anna, Hill, Richard.

Braid, N. (2015). ‘A Man’s Environment’? The Petone Workingmen’s Club and Masculinity in New Zealand after 1945. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/5033

Chicago Manual of Style (16th Edition):

Braid, Nicola. “‘A Man’s Environment’? The Petone Workingmen’s Club and Masculinity in New Zealand after 1945.” 2015. Masters Thesis, Victoria University of Wellington. Accessed September 15, 2019.
http://hdl.handle.net/10063/5033.

Braid N. ‘A Man’s Environment’? The Petone Workingmen’s Club and Masculinity in New Zealand after 1945. [Masters Thesis]. Victoria University of Wellington; 2015. Available from: http://hdl.handle.net/10063/5033

► Bookmarked neatly by the Wall Street Crash of 1929 and the outbreak of the Second World War in 1939, the 1930s are often characterised as…
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▼ Bookmarked neatly by the Wall Street Crash of 1929 and the outbreak of the Second World War in 1939, the 1930s are often characterised as the decade in which writers felt compelled to engage in politics. According to one predominant critical narrative, modernist subjectivity and notions of aesthetic autonomy were eschewed in favour of a more direct involvement with the social and political realities of the time. This thesis explores, and follows in part, this interpretation of the decade’s literary direction by examining British documentary literature and its engagement with the social distress of the Depression.
Driven by an intense fascination with the domestic working-classes (from which each of my professional “authors” remained outsiders), documentary writers journeyed to Britain’s industrial centres to experience working conditions directly. Writers of documentary literature took 1930s realist preoccupations to their most extreme by assuming the role, intentionally or not, of the anthropologist. Paradoxically, this move towards the empirical functioned as a means of crossing what C. P. Snow would later describe as the divide between the “two cultures” of science and arts. I apply Snow’s notion analogously, with documentary literature representing a bridging (depending on each text) of the divides between social science and literature, realism and modernism, political commitment and aesthetic autonomy, North and South, and between the working and middle-classes.
My first chapter discusses Priestley’s English Journey (1934), which while crossing class and geographical divisions, stylistically remains the most conservative of my chosen texts and offers the most moderate example of a generic cultural crossing. The second chapter explores Grey Children (1937) by James Hanley, whose journalistic arrangement of verbatim working-class voices develops a modernist aesthetic. I then move to Orwell’s The Road to Wigan Pier (1937), which unusually for a text by a “literary” author includes extensive figures and statistics, but is more successful in documenting the gritty realities of working life through literary means. The final chapter centres on Mass-Observation’s The Pub and the People (1943) whose obsessive recording of even the most minute details of pub life develops into a bizarre, almost surrealist work of literature. The order of my four chosen texts does not imply a sense of literary value but rather traces a trajectory from the least to the most radical experiments in documentary literature.
Advisors/Committee Members: Ferrall, Charles.